CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

More documents

Recommendations

Info

Asmah (1982), who did a study on verbal communication among Malaysians observes: “… bilinguals are on the increase. The role of Malay … as the National and official language, contributes to the presence of bilingualism among individuals in Malaysia. Coupled with this,the English language which …at the moment remains as thesecond most important language in Malaysia, has also broughtabout the rise of bilinguals of Malay-English, Cantonese- English, Tamil-English and so on”. (Asmah: 1992: 119) Code-switching is a common phenomena in Malaysia and it is accepted by the society and embedded in the culture. Code-switching also takes place from standard Malay to Malay dialects. Studies done by Valdes Fallis (1978) reveal that the term “codeswitching” is also known as “code alternation”. Code-switching refers to the alternation of two languages at the word, phrase, clause or sentence level. It involves introducing into the context of one language, stretches of speech that exhibit the other language phonological features. On the other hand, Gumperz says, “Codeswitching is the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems”. (Gumperz 1982:59). Poplack has a dfferent definition for code-switching: “Code-switching refers to the alternate use of two codes in a fully grammatical way, in the same discourse, and even in the same sentence”. (Poplack 1988:238) 16
The researcher feels it is a bit difficult to accept Poplack’s definition for code- switching, because the code-switched utterances do not necessarily follow the grammatical rule of the guest language. The bilinguals code-switch impulsively; and they are not aware of what they are saying! Myers-Scotton and William Ury gives a simple definition for code-switching as: “… the use of two or more linguistic varieties in the same conversation or interaction. The varieties may be anything from genetically unrelated languages to two styles of the same language”. (Scotton & Ury 1977:5) However, after seventeen years of further research, Scotton gives a rather complex and lengthy definition for code-switching. Myers-Scotton (1993): “Codeswitching is selection by bilinguals or multilingual of form from an embedded language (or languages) in utterances of a matrix language during the same conversation. The matrix language is the main language in code-switching utterances in a number of ways, while the embedded language has the lesser role… The general argument is that code-switching is not qualitatively different from other naturally occurring language data. It differs only in being subject to the added constraints of the matrix language”. (Cited in Malarvizhi 2006:36) There are many definitions for code-switching. Code-switching can be studied from linguistic, sociolinguistic, pragmatics, psycholinguistic and grammatical perspectives. Code-switching is a dynamic phenomenon of language use and therefore, the definitions of code-switching have changed with time. 17
Page 1 and 2: 1.0 Introduction CHAPTER 1 Malaysia
Page 3 and 4: Jacobson and Safiah (1987) stated t
Page 5 and 6: schools were taken over by the Brit
Page 7 and 8: In the 19 th century, a large numbe
Page 9 and 10: (i) to promote a national school sy
Page 11 and 12: joining Form 1 classes. The curricu
Page 13 and 14: 1.3 The Significance of the study C
Page 15: The study was conducted in a privat
Page 19 and 20: 1.7.3 Phrase Level A group of words
Page 21 and 22: 2.0 Introduction CHAPTER 2 Literatu
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
Page 61 and 62: Table 4.9: Audio Recordings Subject
Page 63 and 64: formation of lightning/ kilat/ form
Page 65 and 66: The examples taken from T1-U54-R ar
Page 67 and 68:
4.4.4 To establish relationship, hu
Page 69 and 70:
L : metal in a liquid form/ mercury
Page 71 and 72:
4.5.3 To encourage students to part
Page 73 and 74:
The examples above show that the hu
Page 75 and 76:
4.6.2 Background of Students Furthe
Page 77 and 78:
T1U58R SENTENCE lapan kali/ kalau b
Page 79 and 80:
CLAUSE T19U3L non luminous is very
Page 81 and 82:
4.7.1 Bilingual Educator R1 Switch
Page 83 and 84:
4.7.3 Bilingual Educator L1 Switch
Page 85 and 86:
4.8 Frequency of Language use in Co
Page 87 and 88:
In the study, the researcher identi
Page 89 and 90:
language and the English language t
Page 91 and 92:
Text books and revision books are w
Page 93 and 94:
Certificate of Education (LCE) is a
Page 95 and 96:
pupils. These activities should inc
Page 97 and 98:
5.3 For Further Investigations The
Page 99 and 100:
Bibliography Asmah Haji Omar. 1982.
Page 101 and 102:
Kamwangamalu, Nkonko Mudipanau. (19
Page 103 and 104:
Poplack, Shana. (1980). “Sometime
show all

CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

Create successful ePaper yourself

Delete template?

Save as template?